Monthly Archives: April 2025

Reading Oliver’s (1990) paper on the social model of disability really made me reflect on my teaching environment in fashion. He argues that people aren’t disabled by their impairments, but by the barriers that society creates. This really stuck with … Continue reading →

Library refresher Research Skills, Size of student group: available to approx 400 students Observer: Berni Yates Observee: Grace O’Driscoll   Note: This record is solely for exchanging developmental feedback between colleagues. Its reflective aspect informs PgCert and Fellowship assessment, but … Continue reading →

        Session/artefact to be observed/reviewed: 1st unit 8 tutorial Size of student group: 1 student 121Observer: Grace O’Driscoll Observee: Berni yates Part OneWhat is the context of this session/artefact within the curriculum? This is the first Unit 8 tutorial – … Continue reading →

Session/artefact to be observed/reviewed: MA Fashion Design project brief   Size of student group: 56  Observer: Dr Frederico Matos   Observee: Berni yates   Part One What is the context of this session/artefact within the curriculum?  This is a project brief for a collaborative … Continue reading →

Contextual Background: As before, provide a brief background of the teaching context, highlighting a challenge (or opportunity) for assessing or exchanging feedback. For example, for the Theories, Policies and Practices unit a key challenge might be our reliance on the … Continue reading →

Contextual Background  When I worked for Insights – Widening Participation @CSM I designed and lead the Access and Progression programs for Fashion Textiles and Jewellery. In 2021 we decided to run a combined summer school for BA Fine Art and … Continue reading →

Contextual Background  The Access and Progression Widening Participation autumn course at CSM supported students aiming for BA Fashion, Textiles, or Jewellery. Many juggled part-time work, caring duties, or lacked confidence. Some couldn’t study art and design subjects due to cultural … Continue reading →

Responding to Nicholas Addisons, Doubting Learning Outcomes in Higher Education Contexts: from Performativity towards Emergence and negotiation. This is a difficult one, as much as I believe we need learning outcomes for parity and learning and teaching and guidelines for … Continue reading →

The paper written by Karen Harris, Embracing the Silence: Introverted learning and the online classroom was another piece of writing that resinated with me personally and my learning and teaching practices. I have always struggled in a classroom situation where … Continue reading →

I was drawn to reading the paper: On the spectrum within art and design academic practice: As someone with dyslexia and ADHD, my journey through education has been shaped by constant tension between creativity and traditional academic expectations. Reading, writing, … Continue reading →